Summary of Unit A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
The goal of this project is help the student increase internal emotional awareness by identifying meaningful symbols, sounds, textures, and pictures that represent a spectrum of emotions. Upon completion, the student will have a collage of resources that can be used to help maintain emotional balance.
Essential Questions What will guide student
inquiry?
The essential questions will be based on the emotion being targeted. For example, a student may need to learn how to control his anger. The student would generate a spectrum of words ranging from anger to peace and link each word to a picture meaningful to him. Essential questions asked may be: Why do I get angry? (open/overarching), Why should I control my anger? (open/topical), How do I control my anger? (guiding/overarching), What thoughts can I think when angry to help me calm down? (guiding/topical)
Academic Standards Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
Technology focus standard: 3T-F3. Use prescribed technology tools for publishing and presenting information Others that are supported:
1T-F3. Use developmentally appropriate technology resources to access information and communicate electronically
2T-F1. Demonstrate respect for other students while using technology
2T-F3. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide
3T-F1. Use prescribed technology writing or drawing tools for communicating and illustrating
4T-F1. Communicate with others using telecommunications, with support from teachers, family members or student partners
4T-F2. Use technology tools for individual and collaborative communication activities to share products with audiences inside and outside the classroom
5T-F1. Recognize electronic information sources
6T-F1. Use technology resources for problem solving, self-directed learning and extended learning activities Workplace Skills focus standard: 4WP-F3. Demonstrate teamwork skills by contributing ideas, suggestions and effort; resolving conflicts; and handling peer pressure Others that are supported:
1WP-F2. Respond to oral presentations by formulating relevant questions and opinions and summarizing accurately
1WP-F3. Apply critical listening skills (e.g., listening for content, long-term contexts, emotional meaning, following directions)
1WP-F4. Listen to an oral presentation, evaluate, and express an opinion orally
1WP-F5. Share ideas, opinions and information with a group, choosing vocabulary that communicates messages clearly, precisely and effectively
1WP-F6. Write communications that have a definite audience and clear purpose, are well-organized, and use appropriate conjunctions and transition words to tie ideas together
1WP-F7. Determine the main idea or essential message of a text
3WP-F1. Address a specific problem by specifying their goals, devising alternative solutions, considering the risks of each and choosing the best course of action
3WP-F2. Identify methods for initiating change
3WP-F4. Practice a variety of creative thinking skills to identify potential solutions to workplace issues
3WP-F6. Describe possible solutions to a variety of problems
4WP-F1. Understand and demonstrate the importance of dependability, trustworthiness, productivity and initiative in all areas of life and when interacting with others
5WP-F1. Explore areas of interests and possible work choices
5WP-F2. Demonstrate ability to make decisions which contribute to a productive school and work ethic
5WP-F3. Demonstrate basic academic skills in reading, writing, listening, speaking and Mathematics
6WP-F1. Identify the components and how they fit together in community and social Systems
7WP-F2. Use technology to access information, demonstrating basic computer skills (e.g., pull-down menus, icons, passwords, key word searches)
8WP-F1. Understand the relationship between the goal-setting process and the allocation of time, money, material and human resources
8WP-F2. Plan class time to accomplish schoolwork goals Additional disciplines supported: Reading fluency, the writing process and components (including 6 traits).
Overview
Title: Yolanda Wheelington
Grade Level: k-3
Subject Area: SPED, emotional disability, self-contained
Time Frame (when, duration): 09/09 - 04/10
Description
Summer: Complete the first four sections
Workshops: Complete the entire proposal
Arizona Content Standards may be found at:
http://www.ade.state.az.us/standards/contentstandards.asp
Language from Bloom's Taxonomy for describing student outcomes may be found at:
http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm
A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
What will guide student
inquiry?
Why do I get angry? (open/overarching), Why should I control my anger? (open/topical), How do I control my anger? (guiding/overarching), What thoughts can I think when angry to help me calm down? (guiding/topical)
Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
3T-F3. Use prescribed technology tools for publishing and presenting information
Others that are supported:
1T-F3. Use developmentally appropriate technology resources to access information and communicate electronically
2T-F1. Demonstrate respect for other students while using technology
2T-F3. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide
3T-F1. Use prescribed technology writing or drawing tools for communicating and illustrating
4T-F1. Communicate with others using telecommunications, with support from teachers, family members or student partners
4T-F2. Use technology tools for individual and collaborative communication activities to share products with audiences inside and outside the classroom
5T-F1. Recognize electronic information sources
6T-F1. Use technology resources for problem solving, self-directed learning and extended learning activities
Workplace Skills focus standard:
4WP-F3. Demonstrate teamwork skills by contributing ideas, suggestions and effort; resolving conflicts; and handling peer pressure
Others that are supported:
1WP-F2. Respond to oral presentations by formulating relevant questions and opinions and summarizing accurately
1WP-F3. Apply critical listening skills (e.g., listening for content, long-term contexts, emotional meaning, following directions)
1WP-F4. Listen to an oral presentation, evaluate, and express an opinion orally
1WP-F5. Share ideas, opinions and information with a group, choosing vocabulary that communicates messages clearly, precisely and effectively
1WP-F6. Write communications that have a definite audience and clear purpose, are well-organized, and use appropriate conjunctions and transition words to tie ideas together
1WP-F7. Determine the main idea or essential message of a text
3WP-F1. Address a specific problem by specifying their goals, devising alternative solutions, considering the risks of each and choosing the best course of action
3WP-F2. Identify methods for initiating change
3WP-F4. Practice a variety of creative thinking skills to identify potential solutions to workplace issues
3WP-F6. Describe possible solutions to a variety of problems
4WP-F1. Understand and demonstrate the importance of dependability, trustworthiness, productivity and initiative in all areas of life and when interacting with others
5WP-F1. Explore areas of interests and possible work choices
5WP-F2. Demonstrate ability to make decisions which contribute to a productive school and work ethic
5WP-F3. Demonstrate basic academic skills in reading, writing, listening, speaking and Mathematics
6WP-F1. Identify the components and how they fit together in community and social Systems
7WP-F2. Use technology to access information, demonstrating basic computer skills (e.g., pull-down menus, icons, passwords, key word searches)
8WP-F1. Understand the relationship between the goal-setting process and the allocation of time, money, material and human resources
8WP-F2. Plan class time to accomplish schoolwork goals
Additional disciplines supported:
Reading fluency, the writing process and components (including 6 traits).
What will students learn
and do?
http://www.odu.edu/educ/llschult/blooms_taxonomy.htm
Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
(e.g., content,
technology, etc.)
- Steps in the process
- Responsibilities
- Guiding
- Questions
- Student products
- Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
- Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
Special Ed, Gifted, ELL